Multilingualism in Early Childhood

Little Kash has just started at a new kindergarten. His parents, who emigrated from India before his birth, speak fluent Hindi at home, as does most of Kash’s extended family. Concern arises among the educators at Kash’s English-speaking kindergarten about his ability to manage learning two languages simultaneously. Kash currently does not respond to his parents when they speak to him in Hindi, and his parents’ proficiency in English is limited.

Let’s unpack this scenario further…

Understanding Multilingualism

Multilingualism is the regular use of two or more languages by an individual. It can manifest in various forms:

• Balanced multilingualism: Equal proficiency in both languages.
• Dominant multilingualism: Greater proficiency in one language.
• Passive multilingualism: Regular exposure to another language without actively speaking it.

How Multilingualism Develops

• Simultaneous acquisition: Occurs when a child grows up with two languages spoken at home, such as a household where one parent speaks Hindi and the other English.
• Sequential acquisition: Happens when a second language is learned after the first, like a Hindi-speaking child attending an English-speaking school.

Setting Expectations and Considerations

Understanding the mechanics of multilingual development is crucial for setting appropriate expectations in an early childhood setting. Here are key points to remember:

• First language strength: A strong foundation in a child’s first language facilitates learning a second language. Children do not need to stop using their first language to learn another.
• Home language: Continuing to use the home language is essential for modeling grammatically correct sentences and broad vocabulary.
• Language labeling: Clearly labeling the language being used helps children distinguish between them.
• Silent period: Children might become silent when absorbing a new language. This phase can last for months and is normal.
• Code-switching: Switching between languages within a sentence is common and not a cause for concern.

Identifying Language Delays

Distinguishing between a language delay and the process of learning a new language can be challenging. Remember that language or speech delays will manifest in both languages. If concerns arise about a child’s development in their home language, consulting a Speech Pathologist is advisable. Importantly, multilingualism does not cause language or speech delays.

Tips for Success

• Learn about the home language and culture from the family.
• Acknowledge the importance of the home language and encourage its continued use.
• Observe the child: Identify their motivations, interests, and triggers.
• Set appropriate expectations: Understand that some children will go through a silent period and avoid pressuring them to speak.
• Non-verbal communication is key during this time.
• Model and repeat meaningful words and phrases (e.g., ‘wash hands,’ ‘come play’).
• Use gestures and visual aids: Photographs and visual materials can significantly aid understanding and language acquisition.
• Encourage peer modeling: Provide opportunities for children to learn from each other during play.
• Foster inclusion in non-verbal activities: Engage children in activities like picture matching and sensory play, allowing them to demonstrate competencies and interact with peers without relying on expressive language.

If there are ongoing concerns, discussing a referral to a Speech Pathologist with the family can be beneficial.

Further research & reading:

• Supporting Bilingualism in Early Childhood (Learning Links)
• The Benefits of Being Bilingual (PDF)
• About multilingual & bilingual children (Raising Children Network)

📷 Images are not to be downloaded or repurposed in any way.